Dear Writer We need a written assignment in four sections of no more than 600 words each. The level is Year 1 of a BA Education course. Below is all the info provided by the course tutor. The sections should each relate to a specific learning outcome for the module and to the associated assessment criteria [...] The headings are ? The rationale that underpins inclusive education ? Values, policies and strategies of inclusive education ? ? Factors that contribute to an inclusive learning environment with particular reference to theories of learning, curriculum and pedagogy ? Issues facing schools in moving towards further inclusion of all learners The following info was also given to help the student Development of Knowledge and Understanding (subject specific) The Learner: Knowledge base: has a given factual and/or conceptual knowledge base with emphasis on the nature of the field of study and appropriate terminology; Ethical issues: can demonstrate awareness of ethical issues in current areas of study and is able to discuss these in relation to personal beliefs and values. Cognitive/Intellectual skills (generic) The Learner: Analysis: can analyse with guidance using given classifications/principles Synthesis: can collect and categorise ideas and information in a predictable and standard format Evaluation: can evaluate the reliability of data using defined techniques and/or tutor guidance Application: can apply given tools/methods accurately and carefully to a well defined problem and begin to appreciate the complexity of the issues Key/transferable skills (generic) The Learner: Group working: can work effectively with others as a member of a group and meet obligations to others (for example, tutors, peers, and colleagues) Learning resources: can work within an appropriate ethos and can use and access a range of learning resources Self evaluation: can evaluate own strengths and weakness within criteria largely set by others Management of information: can manage information, collect appropriate data from a range of sources and undertake simple research tasks with external guidance Autonomy: can take responsibility for own learning with appropriate support Communications: can communicate effectively in a format appropriate to the discipline(s) and report practical procedures in a clear and concise manner Problem solving: can apply given tools/methods accurately and carefully to a well defined problem and begin to appreciate the complexity of the issues in the discipline Practical skills (subject specific) The Learner: Application: can operate in predictable, defined contexts that require use of a specified range of standard techniques Autonomy in skill use: is able to act with limited autonomy, under direction or supervision, within defined guidelines General criteria for assessment are framed by the SEEC descriptors for level 1. Against specific criteria, credit will be awarded for a discussion of the rationale that underpins inclusive education (LO1); awareness of the values, policies and strategies of inclusive education (LO2); identification of the inter-relationship of factors that contribute to an inclusive learning environment with particular reference to theories of learning, curriculum and pedagogy (LO3); analysis of the issues facing schools in moving towards further inclusion of all learners (LO4). All learning outcomes must be achieved in order to pass the module at the threshold level.